Grade 1 to 12 School
DAILY LESSON Teacher
LOG Date/Time January 8, 2018 – Monday
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials
from Learning
Resources (LR) Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances
of the new lesson
D. Discussion new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery (Leads to
Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating Learning
J. Additional activities for
application or remediation
Butansapa NHS Grade Level 10
Josenia P. Constantino Subject English
Quarter 4
The learner demonstrates understanding of how world literature and other
text types serve as instruments to resolve social conflicts, also how to use
the language of research, campaigns and advocacies.
The learner competently presents a research report on a relevant socio-
cultural issue.
EN10LC-IVa-16: Listen to simplify, reorganize, synthesize and
evaluate information to expand, review, or update knowledge
Listening to simplify, reorganize, synthesize and evaluate information
P361-362
P408-409
P408-410
Video Clip
It’s more fun in the Philippines
http://www.youtube.com/watch?v=ADNgEHFDYzo
Showing of video clip
Sharing of observations on the video clip watched.
Ask the students the places in the Philippines that they have already
visited.
Let the students share their experiences and discoveries about the
country from their travels through the video clip.
Let the students make a concept map regarding the video clip
watched.
Small group sharing
Ask students the Processing Questions on LM page 409.
1. After watching the video, did you see how diverse our
country really is?
2. What new information did you gather from the video?
What makes you proud of the Philippines? Can we really say that it is
more fun in the Philippines?
Making of the Concept Map will serve as evaluation
Answer:
If given the chance to travel for free, which tourist destination will
you visit first?
V. REMARKS

VI. REFLECTIONS
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lessons work?
No. of learners who have caught
up with the lesson?
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why did
these work?
F. What difficulties did I
encounter which my principal or
supervisor can help me solve?
G. What innovation or localized
materials did I used discover
which I wish to share with other
teachers?

Noted/Observed/Inspected

________________________
Grade 1 to 12 School
DAILY LESSON Teacher
LOG Date/Time January 9, 2018 – Tuesday
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resources (LR)
Portal
5. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances
of the new lesson
D. Discussion new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery (Leads to
Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
Butansapa NHS Grade Level 10
Josenia P. Constantino Subject English
Quarter 4
The learner demonstrates understanding of how world literature and other
text types serve as instruments to resolve social conflicts, also how to use
the language of research, campaigns and advocacies.
The learner competently presents a research report on a relevant socio-
cultural issue.
EN10LC-IVa-16: Listen to simplify, reorganize, synthesize and
evaluate information to expand, review, or update knowledge
Listening to simplify, reorganize, synthesize and evaluate information
P361-362
P408-409
P408-410
Video Clip
It’s more fun in the Philippines
http://www.youtube.com/watch?v=ADNgEHFDYzo
Small group sharing
Presentation of Group Work (about the synthesis of video clip).
Ask students the Processing Questions on LM page 409.
1. After watching the video, did you see how diverse our
country really is?
2. What new information did you gather from the video?
3. Do you think that social media like youtube is more effective
in promoting a campaign than other forms of communication,
like the print media?
What makes you proud of the Philippines? Can we really say that it is
more fun in the Philippines?
I. Evaluating Learning Making of the Concept Map will serve as evaluation

Expected Content of the Concept Map

Circle: 7, 1017 islands
Rectangles: mountainous, forestry, sandy, elevated,
underwater, names of the island
Circle: Coral Riches
Rectangle: 400 out of 500 coral species
Circle: Hospitable
Rectangle: Have you eaten your lunch?
Circle: Happy people
Rectangle: humorous people, witty, love to laugh

Be guided by the Rubrics

J. Additional activities for
application or remediation
V. REMARKS
See attached Rubrics
Answer:
If given the chance to travel for free, which tourist destination will
you visit first?

VI. REFLECTIONS
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lessons work?
No. of learners who have caught
up with the lesson?
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why did
these work?
F. What difficulties did I
encounter which my principal or
supervisor can help me solve?
G. What innovation or localized
materials did I used discover
which I wish to share with other
teachers?
Noted/Observed/Inspected

________________________
Grade 1 to 12 School Butansapa NHS Grade Level 10
DAILY LESSON Teacher Josenia P. Constantino Subject English
LOG Date/Time January 10, 2018 - Wednesday Quarter 4

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resources (LR)
Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
The learner demonstrates understanding of how world literature and other
text types serve as instruments to resolve social conflicts, also how to use
the language of research, campaigns and advocacies.
The learner competently presents a research report on a relevant socio-
cultural issue.
EN10SS-IVa-1.5: Use locational skills to gather information from primary
and secondary sources of information
http://www.commoncoresheets.com
P361-362
P 409
Out expected output for the Quarter is a Research. In making a
research, it is very important to know your sources of data or
information.
KWL Chart
Fill in the first two columns on what you know and would like to
know about the sources of information.

What You Know What You Would What You Learned

Like to Know

C. Presenting examples/instances Task 2. Grounded

of the new lesson Can you classify and tell whether the materials listed below is a
primary or a secondary source of information? Write Primary or
Secondary
Answers:
1. Primary 2. Secondary 3. Primary
4. Primary 5. Primary 6. Secondary
7. Secondary 8. Primary 9. Secondary 10. Primary
Process Questions:
1. How did you complete the task?
2. What helped you in classifying the materials listed?
D. Discussion new concepts and Primary Source is an information that was created at the same time
practicing new skills #1 as an event or by a person directly involved in the event.

Primary sources provide direct or first-hand evidence about an event,

object, person, or work of art.

Primary sources provide the original materials on which other

research is based and enable students and other researchers to get
as close as possible to what actually happened during a particular
event or time period.

Published materials can be viewed as primary resources if they come

from the time period that is being discussed, and were written or
produced by someone with first-hand experience of the event.

Often primary sources reflect the individual viewpoint of a

participant or observer. Primary sources can be written or non-
written (sound, pictures, artifacts, etc.).

Practice #1 Ask the students to samples of primary sources (based

on understanding of the definition).

Provide more examples:

Examples of primary sources:
 Autobiographies and memoirs
 Diaries, personal letters, and correspondence
 Interviews, surveys, and fieldwork
 Internet communications on email, blogs, listservs, and
newsgroups
 Photographs, drawings, and posters
 Works of art and literature
 Books, magazine and newspaper articles and ads published at
the time
 Public opinion polls
 Speeches and oral histories
 Original documents (birth certificates, property deeds, trial
transcripts)
 Research data, such as census statistics
 Official and unofficial records of organizations and
government agencies
 Artifacts of all kinds, such as tools, coins, clothing, furniture,
etc.
 Audio recordings, DVDs, and video recordings
 Government documents (reports, bills, proclamations,
hearings, etc.)

E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery (Leads to
Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
 Patents
 Technical reports
 Scientific journal articles reporting experimental research
results
Secondary sources
Secondary sources describe, discuss, interpret, comment upon,
analyze, evaluate, summarize, and process primary sources.
A secondary source is generally one or more steps removed from
the event or time period and are written or produced after the fact
with the benefit of hindsight.
Secondary sources often lack the freshness and immediacy of the
original material. On occasion, secondary sources will collect,
organize, and repackage primary source information to increase
usability and speed of delivery, such as an online encyclopedia.
Practice #2 Ask the students to samples of secondary sources.
Provide more examples:
 Bibliographies
 Biographical works
 Reference books, including dictionaries, encyclopedias, and
atlases
 Articles from magazines, journals, and newspapers after the
event
 Literature reviews and review articles (e.g., movie reviews,
book reviews)
 History books and other popular or scholarly books
 Works of criticism and interpretation
 Commentaries and treatises
 Textbooks
 Indexes and abstracts
Determine if the source would be a Primary Source (P) or a
secondary Source(S).
PPT of images of the primary and secondary sources.
Group Work: Conduct a simple “research.” Use your locational skills
to gather information from primary and secondary sources of
information on the following topics:
1. Social Issues
2. Culture and Tradition
3. Martial Law
4. Global Warming
5. K to 12 Curriculum
H. Making generalizations and How important is the correctness of the source of information in
abstractions about the lesson writing a “research”?

I. Evaluating Learning See attached Quiz

J. Additional activities for
application or remediation
Use locational Skill in researching about the following topics:
1. Festivals in the 6 municipalities in Marinduque
2. Difference in celebration of Putong and Tubong in
Marinduque
3. Beautiful Spots in Marinduque

V. REMARKS

VI. REFLECTIONS
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lessons work?
No. of learners who have caught
up with the lesson?
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why did
these work?
F. What difficulties did I
encounter which my principal or
supervisor can help me solve?
G. What innovation or localized
materials did I used discover
which I wish to share with other
teachers?

Noted/Observed/Inspected

________________________